Action Learning and Action Research (ALAR): A Methodological Integration in an Inter-Organizational Setting

The purpose of this article is to demonstrate how action learning and action research were used concurrently as a single ALAR methodology in one research project which focused on collaborative improvement in the supply chain. The research in which the ALAR methodology was used was a European Union funded research project called CO-IMPROVE which sought to develop a business model, supported by a web-based software system, and action learning-based implementation guidelines to support the design, implementation and ongoing development of collaborative improvement between partners in Extended Manufacturing Enterprises (EMEs). The article describes how the participating managers worked in an action learning to achieve their commercial objectives and how action research was used by academic researchers to consolidate the action learning processes and to generate actionable knowledge.     

网络环境下组织学习测度的实证研究

首先对组织学习测度研究进行了综述,然后确定了组织学习的测度模型-EPCETVLS模型,并应用网络环境下企业调研的实际数据对测度模型进行了确定性因子分析.最终对组织学习测度的EPCETVLS模型的深入分析,为以后的组织学习相关分析奠定了基础.     

Meta-Action Research on a Leadership Development Program: A Process Model for Life-long Learning

Our purpose in this paper is to contribute to the field of systemic practice by sharing a process of professional learning based on meta-action research. The process emerged as we engaged with evaluation data from a leadership development program (LDP). The aim of this LDP had been to help leaders design their team projects on poverty reduction through action research methods in six African countries. As facilitators of the program we discuss our experiential learning based on critical reflection. We explain how meta-action research can transform understandings of ways to improve professional practice in future applications. We present three process models: (1) a model of reflection on action, (2) a meta-action research model, and (3) a model for lifelong learning through meta-action research. These models may be of benefit and interest to readers who facilitate systemic practice and action research in education, higher education, communities, industry and government.     

Learning and fatigue inspired method for optimized HTN planning

Learning is widely used in intelligent planning to shorten the planning process or improve the plan quality.This paper aims at introducing learning and fatigue into the classical hierarchical task network (HTN) planning process so as to create better highquality plans quickly.The process of HTN planning is mapped during a depth-first search process in a problem-solving agent,and the models of learning in HTN planning is conducted similar to the learning depth-first search (LDFS).Based on the models,a learning method integrating HTN planning and LDFS is presented,and a fatigue mechanism is introduced to balance exploration and exploitation in learning.Finally,experiments in two classical domains are carried out in order to validate the effectiveness of the proposed learning and fatigue inspired method.     

Designing a Capability-Focused Strategic Management Model for a Turkish Public Hospital: Learning from Failure

This study aims to depict a failed strategic change initiative in a Turkish public hospital by means of an action research and it strives to explain critical factors underpinning the failure, thereby proposing how such factors should be tackled with for similar initiatives elsewhere. The study calls attention to the recent challenges ongoing in the environment of hospitals, which urge them to take on a more strategic focus. In this vein, we discredit accreditation based systems, which emphasize monitoring resources and propose a capability-focused strategic management model for hospitals. A hybrid action research protocol, which combines both traditional and participatory action research methodologies in its design, is employed to formulate and implement the model in a public hospital. The phases of the project and obstacles faced during these phases are discussed. The findings suggest that although the model offers significant potential for competitive success and better resource efficiency, path-dependent characteristics of the public sector governance in Turkey have impeded the adoption of the model in our case. Both macro-systemic characteristics related mainly to the Turkish national culture and management of public institutions and situation-specific characteristics, such as top management’s decision making orientation, professional norms and patronage relationships have blocked the way for the aspired transformation despite positive attitudes of and support from higher order public authorities and internal professional groups.     

Facilitation as Midwifery: Facilitation and Praxis in Group Learning

This paper is an inquiry into practice for the purpose of reflection and theory proposal. We discuss the way in which we, as facilitators of action research/learning groups in diverse contexts, confront the challenge of assisting people to work and learn together in authentically collaborative ways. We each describe our very different respective practice examples (Eileen's based on productive and defensive routines; Judith's on sociodramatic exploration) and then collectively discern some substantial similarities in the way that we work. We have likened these similarities to the midwifery process, i.e., "colaboring" or facilitating the birth of whole and healthy group process in which honest and bilateral interactions of action and reflection occur. Finally, we present a meta-reflective account of the way that we have confronted the challenges of working together to write this article. We present this account as a model of a series of five deepening levels of challenge in collaborative learning. These levels reflect the challenge associated with a growth in awareness of both our own process of working together, and that of every other group with which we work.     

Competency-Based Model Through It: An Action Research Project

Competency-based management is a strategic approach for Human Resources Management and organizational change. Additionally, in business environment, information technologies competencies are a significant factor to organizational success (Bharadwaj, MIS Q 24(1):169–196, 2006). However the implementation of a model of competency-based management in business environment is difficult and complex (Lawler, J Organ Behav 15(1):3–15, 1993). In this context, Information systems are a suitable tool to manage individual and organizational knowledge (Alavi and Leidner, MIS Q 25(1):107–136, 2001; Bowman, Inf Syst Manag 19(3):32–40, 2002). This paper introduces a dynamic approach to a competency-based model through IT. We validate such approach through an action research project in RTVE, the largest company and reference public corporation of radio and television in Spain. The action research process in this organization is presented, and the findings highlight the potential benefits of the proposed model, and may be used in facilitating organizational change.     

基于多阶段转换学习的群体研讨文本言语行为分类

在群体支持系统(Group Support Systems,GSS)的环境下,群体能够在很短时间内产生大量研讨文本,远远超过了人们对信息处理的能力。因此,迫切需要一种能够自动分析和处理群体研讨文本的方法,言语行为分类就是这类方法中有可能实现并且具有应用价值的一个。在分析Zeno研讨模型的基础上,提出了适合群体研讨语料的言语行为分类体系。采用基于转换学习的办法,通过引入多阶段转换学习的概念,初步解决了群体研讨文本言语行为分类的问题,并且在议题类别和一些表达主张的类别(如支持和反对)上取得了较好的识别效果。研究群体研讨文本的言语行为分类对于拓展GSS,进而研究和开发自动主持人系统具有重要意义。同时,也为在中文环境下解决其他类型研讨(如网络聊天室、即时聊天工具等)文本的言语行为分类问题提供了参考依据。     

基于径向基函数网络的强化学习在机器人足球中的研究

与监督学习从范例中学习的方式不同，强化学习不需要先验知识，而是具有从经验中学习的能力，将强化学习应用在大状态空间中，必须应用函数逼近的方法，如使用径向基函数网络建立输入和输出的映射关系。本文对基于径向基函数网络的强化学习在机器人足球这样的动态的多智能体环境中的应用进行了研究。实验结果证明了研究方法的可行性。     

Rhetorics and Realities in Public Service Organizations: Systemic Practice and Organizational Learning as Critically Reflexive Action Research (CRAR)

This article sets out to develop an argument and theory-in-practice related to organizational learning and systemic practice as critically reflexive action research (CRAR). It explores principles and concepts associated with CRAR, in the context of different emphases in understandings of and approaches to managing or working with change. The notion of epistemologies of practice is developed, as the basis for introducing on-site and off-site CRAR as interweaving cycles of managerial and organizational learning. A multilayered illustration of an improvisational CRAR environment, using principles of dialectical enquiry and critical learning theater, is offered. A diagrammatic analysis provides the framework for describing and reflecting critically on key CRAR processes. This is expanded with a consideration of possibilities for documentation that can assist with the validation of quality in CRAR processes and outcomes. This has relevance in the context of postpositivist action research at postgraduate levels or within project-based CRAR partnerships. This leads to a further discussion of principles and concepts, in the context of other literature and pressures on public services.     

Action Research on Land Management in the Western Amazon, Peru – A Research Process, Its Outcomes and the Researcher’s Role

The article explores the action research process throughout a land management research project, with the ambition to reflect upon action research as a working approach. It is shown how this process is experienced from a researcher’s point of view and it critically analyses its methodology and process, outcome and the role of the action researcher.The learning environment known to farmers and framed by local institutions and practical experimentation, embedded in the local worldview, constituted a necessary starting point for achieving motivation and practical outcomes. Tight feedback loops between practice and reflection enabled joint learning and innovation and rapid implementation of measures suggested by the farmers. The approach could be particularly useful for local NGOs and local universities.     

Systemic Approaches to Managing Across the Gap in the Public Sector: Results of an Action Research Programme

This paper tells the story and conclusions of a 1 year research project which took place over the calendar year of 2006. It was undertaken within a local government authority (or Local Authority—LA) in the UK. The specific research question to be answered was: “Can the application of systems methods in the LA aid Authority staff in developing and enhancing their professional practice?” A supplementary question arising was: “Can such learning be of wider value to other sections of the public sector (for example in other regions of local government or the health sector)?” In the process of the year 91 separate action research interactions took place. The research comes to three systemically linked findings: Firstly, LA middle managers are often caught between two realities ... strategic initiatives and operational demands. In the gap between these two realities they experience change in many guises but most critically in terms of government directives, ICT initiatives and restructuring. Despite this complexity managers did not appear to always have adequate tools to deal with issues arising in their context. Secondly, an assessment matrix developed originally at the Open University is a valuable tool for assessing the systemisism and reflective capacities of staff and, thirdly, a new, blended hybrid training programme to develop systemic reflective practitioners able to manage across the strategy/operations gap was developed and pilot tested in 2007. This programme shows signs of providing enhanced professional practice and, at the time of writing, is being further piloted with a view to establishing its wider applicability within the public sector.     

From Teaching to Learning: Technological Potential and Sustainable, Supported Open Learning

The central theme of this paper is the current interest in most educational institutions in moving from teaching to learning as their main system model and the implications which technology media have for unravelling the debate and influencing the resulting practice (for example see Active Learning: Using the Internet for Teaching, Number 2, July, 1995), Our chosen strategy for dealing with the central theme is to consider how we use language, metaphor and models to describe systems for teaching and learning and what is the role of technology in these systems. In particular we describe how the Open University is moving from an analysis of individual technologies to a synthesis of the educational ideas into a sustainable system that conforms to the University's policy of supported open learning. This includes focusing on open and equal access to courses, considerable attention to staff development and training (specifically in core teaching areas such as face to face tuition, correspondence tuition, student support, telephone and other media supported communication) as well as the necessity and value of reflection on practice (e.g. see Baker, Tomlinson et al,, 1996). In this first section, taking as our starting point the traditional linear view of educational structures, we build upon the notion of the learning system and describe this as an approach with a somewhat long and surprising history originating in the Socratic method. An eductive, cyclic learning model is introduced, and the historical impact of technology on this model is briefly reviewed in a global context by addressing the specific issue of access from the developing countries. Following from this, in sections two and three two types of teaching are described, under the labels of conventional and distance. It is argued that each has strengths and tendencies towards the eductive learning system introduced in section one. However, it is also argued that each has flaws which provide problems for the development of a learning system which can be sustained at distance. An analysis based upon metaphor is applied. In section four, it is then argued that in the conventional model there is a system with excellent learning potential but with an organisational structure which often does not encourage it whereas in the distance model there is the potential organisation for providing feedback but often little effective use made of it. That lack of use includes the new technologies which are now being focused on by the Open University, both in terms of the INSTILL initiative (Integrate New Systems and Technologies Into Lifelong Learning) and the Technology Strategy for Academic Advantage (Laurillard, Christmas et al., 1996). These technologies are argued, in section five, to be capable of being tactically effective in stimulating and supporting the strategic aim of learning. Technology mediation is discussed both in terms of course-based teaching and in terms of research opportunities. In section six a range of problem/opportunity areas of immediate concern for the extension of this technologically mediated system to the developing countries are discussed, while policy implications for the extension of supported open learning are drawn out in section seven. These include policies toward co-learning, access to learning, quality standards and the authorship of educational material.     

Forecasting China’s Foreign Trade Volume with a Kernel-Based Hybrid Econometric-Ai Ensemble Learning Approach

Due to the complexity of economic system and the interactive effects between all kinds of economic variables and foreign trade, it is not easy to predict foreign trade volume. However, the difficulty in predicting foreign trade volume is usually attributed to the limitation of many conventional forecasting models. To improve the prediction performance, the study proposes a novel kernel-based ensemble learning approach hybridizing econometric models and artificial intelligence （AI） models to predict China＇s foreign trade volume. In the proposed approach, an important econometric model, the co-integration-based error correction vector auto-regression （EC-VAR） model is first used to capture the impacts of all kinds of economic variables on Chinese foreign trade from a multivariate linear analysis perspective. Then an artificial neural network （ANN） based EC-VAR model is used to capture the nonlinear effects of economic variables on foreign trade from the nonlinear viewpoint. Subsequently, for incorporating the effects of irregular events on foreign trade, the text mining and expert＇s judgmental adjustments are also integrated into the nonlinear ANN-based EC-VAR model. Finally, all kinds of economic variables, the outputs of linear and nonlinear EC-VAR models and judgmental adjustment model are used as input variables of a typical kernel-based support vector regression （SVR） for ensemble prediction purpose. For illustration, the proposed kernel-based ensemble learning methodology hybridizing econometric techniques and AI methods is applied to China＇s foreign trade volume prediction problem. Experimental results reveal that the hybrid econometric-AI ensemble learning approach can significantly improve the prediction performance over other linear and nonlinear models listed in this study.     

基于强化学习的指挥控制Agent适应性仿真研究

应用人工智能中的学习技术来赋予战争模拟系统中的智能Agent适应能力，是基于CAS理论的战争复杂性研究的基础内容之一。面对战争系统中复杂动态的环境，传统的监督学习方法不能很好满足智能Agent实时学习的要求。而强化学习却可以很好的适应这种动态未知的环境。文章引入强化学习技术对战争系统中指挥控制Agent的适应性进行建模仿真研究。实验结果表明强化学习技术能很好的满足指挥控制Agent无师在线实时学习的要求，从而为战争模拟系统中的智能Agent的适应性机制提供良好的建模手段。     

Feminist Systems Theory: Learning by Praxis

Feminist Systems Theory (FST) is an emerging theory grounded in cultural ecofeminism and critical systems theory. FST’s contribution is in a set of principles that contain implications for community development and social research. FST brings to the fore the importance of valuing and considering the voices of people at the margins of social research and community development projects and is an effort towards a new ontology and language of person and nature to adequately address environmental marginalization. The ‘systems’ theory contribution to FST enriches our repertoires of methods and tools with an emphasis on systems thinking characterised by the use of boundary analysis. FST is ideally situated to enhance systemic intervention practice, an application of action research and participatory research practices. This paper will examine ‘process philosophy’ necessary to understand the nature of boundary analysis and the implications for FST and praxis with relevant examples drawn from case studies of current applications of FST in action research settings; (1) economic analysis and transition pathways; (2) policy analysis of the Close the Gap strategy for Indigenous equality and equity in Australia; (3) a community food distribution system; and, (4) a community health and diabetes prevention program.     

前向神经网络学习速率的自适应算法

学习速率是控制神经网络学习过程的一个重要参数,影响神经网络的稳定性和快速性。提出了一种能够满足实时性要求的神经网络学习速率的自适应算法,并证明了在该学习速率下,神经网络的学习过程是Lyapunov意义稳定的。该方法通过为神经网络的输出增加一个输出修正量来补偿多个未知因素对学习误差的影响,从而构造使学习误差快速收敛到零的学习速率自适应算法。通过对神经网络在线逼近一个非线性对象的过程进行仿真,结果证明了该方法的有效性。     

基于遗传算法的CGF学习行为模型研究

通过自学习使计算机生成兵力(CGF)具有决策能力,是机器学习技术应用于军事仿真的一个重要研究方向.运用基于Agent的建模方法和学习分类器系统技术,构建了基于遗传算法的CGF学习行为模型框架,详细论述了该模型学习过程的运行周期,并将记忆功能引入CGF决策模型来加速学习进程.最后,设计了一个可视化验证系统,实验结果表明该模型的有效性和可行性.     

基于学习理论的产品重新设计策略

为研究在单一产品生产环境中产品重新设计对价值、成本和质量管理有关问题的影响，我们提出了一个动态规划模型，该模型可以确定企业最优的产品重新设计深度和实施重新设计的最优时间，这样能使累积的净产品价值最大化。该模型可以使用不同的学习率和不同的成本数据进行计算，最后的结果表明，早期实施最优产品重新设计策略提高了产品的累积净价值。     

Managing Action Research: The PEArL Framework

The difficulty of managing and validating Action Research field studies has been widely discussed. Several different approaches to Action Research have emerged, and one of the most widely used models is Checkland’s FMA model, where a framework is provided to facilitate interested individuals in ‘recovering’ the route of the inquiry. In this paper, I argue that the FMA model is a valuable tool for planning the application of theoretical ideas in a practical situation, but that, as a guide to Action Research, it still fails to provide a sense of the manner in which an inquiry is undertaken. The PEArL mnemonic has been previously offered as a guide to facilitate researchers, participants, and those interested in gaining an appreciation of the manner in which an inquiry is conducted. In this paper, it is argued that applying the PEArL elements does not provide insight into the dynamic nature of collaborative inquiry. In order to gain a sense of the manner in which an inquiry was undertaken it is necessary to apply the PEArL mnemonic alongside a framework that facilitates the flow of the action research cycle. To illustrate the framework, an Action Research field study is described that was undertaken with residents and key workers in a shelter for the homeless, where the aim was to create a shared understanding of complex needs and support requirements.